teaching behavior observation and data collection skills ... · skills training relies on...
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Participant 2
Baseline Post-Video Training
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Participant 1
Booster
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Participant 4
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Video 4Video 5
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Participant 3
Booster
Diana Perez 1, Candice Hansard 1, Ellie Kazemi 1, and Christina Saez 21 California State University Northridge; 2 Los Angeles Mission College
o In applied behavior analysis (ABA), research on clinical skills training relies on consistent data collection of procedural integrity by trained observers.
• Observer training requires a lot of time and resources.• Alternatively, video training has been shown to be
efficacious for similar trainings (Dempsey et al., 2012; Field et al., 2015).
o Purpose. To evaluate the efficacy of a video training package on direct observation of procedural integrity and data collection skills.
Teaching Behavior Observation and Data Collection Skills through Video Training
Implications / Future Directions
Acknowledgments
This poster was funded through a grant from the National Institutes of Health (NIH) Building Infrastructure Leading
to Diversity (BUILD) # 5RL5MD009603
Discussiono All participants met performance criteria
• One viewing of video training package§ Total training time: 42 min§ 2-3 testing videos
• All said that they would recommend the training and felt confident
• Extra time from a trainer was not needed
o Limitations: • Potential reactivity• Some participants ran out of time
Social Validity Questionnaire
StatementParticipant
Average Rating (Likert scale of 1-5)
Recommend this…to learn to collect direct observational data.
M = 4.75, SD = 0.5
Training package…can be used when a trainer is notpresent.
M = 4.5, SD = 1
I feel confident that I correctly collect data on a preference assessment.
M = 4.5, SD = 0.58
Introduction
Methodology
Results
Conclusion
o Train research assistants in less time with little supervision
o Need to conduct maintenance probes• Also generalization probes in vivo
o Test for observer effects
References: Dempsey, C. M., Iwata, B. A., Fritz, J. N., & Rolider, N. U. (2012). Observer training revisited: A
comparison of in vivo and video instruction. Journal of Applied Behavior Analysis, 45(4), 827-832. doi: 10.1901/jaba.2012.45-827.
Field, S. P., Frieder, J. E., Mcgee, H. M., Peterson, S. M., & Duinkerken, A. (2015). Assessing observer effects on the fidelity of implementation of functional analysis procedures. Journal Of Organizational Behavior Management, 35(3-4), 259-295. doi:10.1080/01608061.2015.1093058
Variables & MeasuresDependent Variable =
% of agreement between participants’ and trained observers’ data
Performance Criteria =≥ 90% agreement across 2 consecutive sessions
without additional help (Booster session)
Sample CharacteristicsParticipants =
4 undergraduate students No experience collecting data on behavior nor
implementing preference assessments
Design & ProceduresSingle Subject: Multiple Baseline Across Participants
Baseline = Collect data on preference assessments (30min – 1hr 15min)
Video Training Package =Watch video (38 min)
Post Video Training =Collect data on preference assessments, Booster, Novel
Videos (30 min – 1 hr)
Social Validity Questionnaire: Likert scale of 1-5 (1 = strongly disagree, 5 = strongly agree)
˄ Performance Criteria